A Study Of Directed Motivational Currents In College English Teaching Based On Production-oriented Approach

Motivation has always been an essential topic in the field of second language acquisition.It has an important impact on the learning effect of learners（Wang ＆ Dai,2015）.It can provide continuous motivation and enable learners to maintain learning behaviors for a long time.As the process of globalization accelerates,The traditional motivation theory has gone through continuous iteration and improvement.D（?）rnyei（2005）proposed the concepts of future self-image,ideal second language self（D（?）rnyei,2009）,and vision（D（?）rnyei et al.,2014）from the perspective of personality psychology and motivation psychology.Based on the concept of vision,D（?）rnyei proposed directed motivational currents（DMC）（D（?）rnyei et al.,2016）.They are a kind of super motivation to achieve a clear goal in a specific period.After learners are motivated,their DMCs can help them fight against possible emotional fluctuations through the positive emotions running through the process of goal implementation.They continue to produce high-intensity motivational behaviors.Motivating the DMCs is of great help to promote learning effects.A practical teaching intervention can produce strong DMCs,which are conducive to improving the impact of second language teaching（Yu ＆ Liu,2020）.Production-oriented approach（POA）can be a motivation intervention to motivate students DMCs（Wen,2015;Zhang,2017;Duan,2019）.Therefore,one-year follow-up research was conducted on the students DMCs in the context of POA as a teaching intervention.Based on the practical application of POA and DMC theory teaching links,this study selects qualitative and quantitative research methods combining questionnaire survey,retrospective interview,focus group interview,and dynamic trajectory graph method to investigate the DMCs of English learning for non-English freshmen majors who receive POA teaching.The results show that: 1)The motivating phase in POA has a positive role in promoting the establishment of students’ ideal second-language self.Under the promotion of this link,the established vision is conducive to the maintenance of subsequent motivation intensity;2)The enabling phase of POA has a promoting effect on the salient facilitative structure of the DMC;3)Students have positive emotions in the accessing phase of POA,which helps maintain the DMCs;4)The DMCs motivated by POA are rollercoaster-between approach and avoidance motivation.This type is much easier to get into a high-intensity motivation than other types in the future English learning.In the fading process of DMCs,although the motivation intensity is decreasing,it is always maintained above the motivation strength before the start of the POA.And in the following teaching,any separate motivating or accessing phase can also stimulate the DMCs again.The present study has three implications: Firstly,this research is of great significance for POA as a motivation intervention in the DMC research and makes it rich and perfect.Secondly,POA is an effective teaching methodology to help students motivate DMCs,which provides some pedagogical suggestions for English teachers.At last,in the process of implementing POA teaching,college English teachers should pay attention to the individual differences and pay attention to maintaining high-intensity motivation.